#3- Tech/Engin. #1.3 Identify and explain the difference between simple and complex machines, e.g., hand can opener that includes multiple gears, wheel, wedge, gear, and lever. #5-Tech/Engin. #2.1 Identify a problem that reflects the need for shelter, storage, or convenience. #11-Tech/Engin. #2.4 Compare natural systems with mechanical systems that are designed to serve similar purposes, e.g., a bird’s wings as compared to an airplane’s wings.
c.) #3. Grade 5 Unit 4: Engineering/Technology: Machines ALSO EiE Engineering Design Process #5. Grade 4 Unit 4:Engineering/Technology: ToolsALSO EiE Unit 1 defining technology #11. Grade 4 Unit 2: Life Science: Animals (adaptations) ALSO EiE Engineering Design Process
d.) These problems could be modeled and answered through the Engineering Design Process. Although I have not gone into Unit 4 with my mentor teacher/grade partner yet I can see how I could tie these three concepts together through an application of engineering. My students do not currently know what machines are, but using their base understanding of technology (something man-made that solves a problem) we could elaborate on their uses. I would use a mixture of direct instruction and small group discussion with everyday objects and pictures of animals discussing purpose and design. Bringing these concepts together under the umbrella of EiE would help students apply and synthesize the information to gain a better understanding of both technology and adaptations.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Stage 1 Activity: Objective:Students will explore, record data, and then draw improved designs
Activity type:
Conceptual Knowledge Building- Use a simulation to test results of various wind turbine designs
Procedural Knowledge Building- To compare results, students will enter all data and compare different variables.
Knowledge Expression- Students will use an online drawing program to display functional design improvements.
Instructions: 1. As a class we will go over how to use the windmill design software. Students will experiment with different designs and make-ups. As a class, we will try 4-5 different designs to test their efficiency. 2. After each test, we will record the data into the Google Drive spreadsheet. 3. Students will apply the Engineering Design Process to their original designs and make improvements to retest. After retesting and recording new data, students will draw the top 2 designs in the Google Drawing sheet to share with the class.
Online component: Google Drive: Spreadsheet and Drawing, Simulating a Wind Turbine
Classroom materials: Desktop Computer, Projector
Assessment: Students will report on why the changes we made in the original designs were able to improve the efficiency of the turbine. Students will also fill out a graphic organizer which requires them to tell what action corresponds to each step of the EiE Engineering Design Process.
COMMENTS PLEASE
Jen Moore- These are great ideas. I like having the students first explore and experiment with different windmill designs. Having students record data really allows them to take ownership over what they had done. It also lets them see the "real" science. Its also great how you push the students one step further and have the students make improvements after looking at their data and then retest. The assessment is very solid as well. Great job! This seems like this would make a great lesson.
Michelle Toothaker: You did a great job organizing your lessons and incorporating various web 2.0 tools. I think that having your students participate in the simulation first will really get them excited about the lessons. Living in Medford the students have most likely seen the wind turbine but may not necessarily know how it works. Your well thought out lesson will allow them them to explore, investigate, understand, and design a wind turbine. I'm sure after they are done they will be reminded of what they learned in your class when they see the wind turbine.
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Students need to know the concepts of states or phases of matter
We will use a Prezi to assess students' understanding of the content.
Students will first be guided through an assessment based in a teacher-developed Prezi. After student data is taken, we will work as a class using the classroom iPad and Prezi app to fill in missing information. This will go over the information for everyone as well as creating a great study tool students will have access to for the unit assessment.
[see above]
Workshop 6 - Scientific Investigations
Black Box Investigation
Energy
Objective: Students will be infer the relationship between multiple examples representing types of energy using a black box investigation.
Assessment: Students will be asked to infer what is on the bottom side of their cube. They will be asked to provide evidence for this answer, and decide if there are other plausible answers.
Procedure: Students will work in cluster of 4. All clusters will be given the same cube with the same side placed face down. Students will share each visible side with the whole class so that everyone has seen and heard all the given data. Once we have shared all the examples, students will then meet to discuss their observations first on each example(10 min). Next the students will be guided to infer a relationship between the 5 visible examples (15 min). After that, students will use the data and observations they've collected to infer what the unexposed side may be(10 min). Now each cluster will share their inference and provide the support for their answer(10 min). Once the clusters have all shared, the educator will lead a discussion on "Is anyone right?" The purpose of this last question is to see if students understand that (via the Nature of Science) scientists can not often directly see if something is happening or not.
Helps students to discovery different forms of energy through observation and inference.
Standard: Grades 3-5 Physical Science #4: Basic forms of energy which cause motion or create change.
Misconceptions:
Energy is only electricity.
Energy can run out.
Energy can't be seen.
Task:
Students must describe what will/could occur in some specific situations. All of which show some different forms of energy.
Procedure:
Students will break into clusters and be given an index card with instructions on it. Ex: Drop a baseball down the stairwell at school. Students will use a graphic organizer to predict what will happen. Then they will attempt the investigation, fill in the outcome they observe, and infer why it occurred. Students will rotate between 6 different stations showing: light, heat, kinetic, chemical, gravitational potential, and elastic potential energy. Once the students have moved through all the stations (likely over a few days), the clusters will come back together to share results. We will share our predictions first and reflect on their accuracy. Next we will share what we observed- noting accurate and different observations on a class-wide Google Document (accessible to anyone in the class). In the final part of activity the educator will lead the discussion by stating that we cannot make any assumptions. With this in mind, we will try to explain why we observed what we did, and what could create those outcomes. The follow up to this investigation will be a more in-depth breakdown of different forms of energy, as seen in these cases.
Grouping:
Mixed ability clusters of 4-5 students.
Web 2.0 online component:
Students will enter their cluster's investigation data into the class-wide Google Document spreadsheet to display the combined data from the whole class through the projector.
Student clusters will be encouraged to post predictions to the classroom Twitter page during the investigation, then once all the groups have completed the stations students will cite their clusters and post both observations and inferences. (@Room305: We think that this spring is going to bounce all over! #cluster3 #slinky)
Classroom materials:
Graphic organizers, baseball, light bulb, soccer ball, toy car, spring w/weight, facility radiator, projector, cell phones, iPads
Assessment:
Students will fill out a short post-investigation assessment of what each investigation displayed. They will also display understanding of the correlation between all the stations.
Workshop 7 - Lesson Plan Template
<enter your lesson plan here>
<Remember to address the lesson to the STUDENT -- this means using SECOND PERSON ("you will") and student-friendly language -- thank you! Additional comments addressed to other teachers may be included at the end in the "Teacher Notes" section.>
Lesson Plan
Your name:
Dan Huddell
Lesson Title:
Where is energy?
Grade Level:
Grades 4-6 State Standards: Grades 3-5 Physical Science #4: Basic forms of energy which cause motion or create change. Lesson Question:
What do the following investigations show evidence of in everyday life? Introduction:
You will be rotating through multiple investigations to explore why certain phenomena occur. These situations exist in everyday life and therefor should be simple to apply on a wider spectrum. There is a common theme in every investigation you're going to do. You will find some very different observations both between different stations and between different clusters working the same stations. So the question you must answer is; what is the correlation between all of these investigations? Task: To make a correlation between multiple phenomena Process (include all steps of the lesson procedure -- include instructions for using digital media):
Part 1
1. First you'll be put into groups of 4. Once in your groups you will be given a black box. 2. You will share each visible side with the whole class so that everyone has seen and heard all the given data. 3. Once you have shared all the examples, students will then meet to discuss their observations first on each example(10 min). 4. Next you will be guided to infer a relationship between the 5 visible examples (15 min). 5. After that, you will use the data and observations you've collected to infer what the unexposed side may be(10 min). 6. Now each cluster will share their inference and provide the support for their answer(10 min). 7. Once you have all shared, the educator will lead a discussion on "Is anyone right?"
Part 2
8. Throughout this next part, microblogging is encouraged. Please use our classroom Twitter account to post your predictions, observations, and inferences. Ex: @Room305: We think that this spring is going to bounce all over! #cluster3 #slinky
9. Now you will break into clusters and be given an index card with instructions on it. Ex: Drop a baseball down the stairwell at school. 10. You will be given a graphic organizer to fill in your predictions and observations. 11. Then you will attempt the investigation, fill in the outcome you observe, and infer why it occurred. 12. You will rotate between 6 different stations, each with a different investigation. 13. Once you have moved through all the stations, you will come back together to share results. 14. We will share our predictions first and reflect on their accuracy. 15. Next we will share what we observed- noting accurate and different observations on a class-wide Google Document (accessible to anyone in the class). 16. In the final part of activity the educator will lead the discussion by stating that we cannot make any assumptions. With this in mind, we will try to explain why we observed what we did, and what could create those outcomes.
The follow up to this investigation is a more in-depth breakdown of different forms of energy, as seen in these cases.
Conclusion: You have now experienced energy in multiple different forms. What have you learned from these investigations? Here are some resources to help extend your understanding. Wiki: Forms of Energy
Assessments:
Assessment Rubric
Cluster discusses and reproduces detailed responses in each section of their organizer for each investigation
Your cluster will be able to do the following
4
3
2
1
work together, execute investigations
Cluster moves through each investigation efficiently, follows directions exactly, and every member is actively involved in each investigation
Cluster gets through every investigation, follows directions adequately, and members are mostly involved in each investigation
Cluster finishes almost every investigation, follows most directions, and only some of the members are involved in the investigations
Cluster finishes less than half the investigations, does not adequately follow directions, and few of the group members are involved in the investigations.
make predictions, make observations, make inferences
Cluster discusses and reproduces detailed responses in each section of their organizer for each investigation
Cluster discusses and reproduces adequate responses in each section of their organizer for each investigation
Cluster discusses and reproduces inconsistent responses in most sections of their organizer for almost every investigation
Cluster discusses and reproduces limited responses in only some sections of their organizer and only for most investigations
use social media to share work with classmates
Multiple posts to the class Twitter in each stage of the activity, detailed entries to the classroom Google Document
At least one post to Twitter in each stage, adequate entries to the classroom Google Document
Few posts to Twitter across entire activity, inconsistent entries to the classroom Google Document
Less than 3 posts to twitter across entire activity, limited entries to the classroom Google Document
Resources: (Please make sure that all digital media is linked and attributed!)
Graphic Organizer: Predictions, Observations, and Inferences- Inv. 1-6 baseball, light bulb, soccer ball, toy car, spring-with-weight, facility radiator, projector, cell phones, iPads www.twitter.com/room305 (not in use) drive.google.com/spreadsheet/whereisenergy (not in use)
Workshop Wiki Page - Dan Huddell
Workshop 2 - MCAS Assessments & Curriculum Mapping
a./b.) Test: Grade 5 Science 2012 Ammended
#3- Tech/Engin. #1.3 Identify and explain the difference between simple and complex machines, e.g., hand can opener that includes multiple gears, wheel, wedge, gear, and lever.
#5-Tech/Engin. #2.1 Identify a problem that reflects the need for shelter, storage, or convenience.
#11-Tech/Engin. #2.4 Compare natural systems with mechanical systems that are designed to serve similar purposes, e.g., a bird’s wings as compared to an airplane’s wings.
c.)
#3. Grade 5 Unit 4: Engineering/Technology: Machines ALSO EiE Engineering Design Process
#5. Grade 4 Unit 4: Engineering/Technology: Tools ALSO EiE Unit 1 defining technology
#11. Grade 4 Unit 2: Life Science: Animals (adaptations) ALSO EiE Engineering Design Process
d.) These problems could be modeled and answered through the Engineering Design Process. Although I have not gone into Unit 4 with my mentor teacher/grade partner yet I can see how I could tie these three concepts together through an application of engineering. My students do not currently know what machines are, but using their base understanding of technology (something man-made that solves a problem) we could elaborate on their uses. I would use a mixture of direct instruction and small group discussion with everyday objects and pictures of animals discussing purpose and design. Bringing these concepts together under the umbrella of EiE would help students apply and synthesize the information to gain a better understanding of both technology and adaptations.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
Stage 1 Activity:
Objective:Students will explore, record data, and then draw improved designs
Activity type:
Conceptual Knowledge Building- Use a simulation to test results of various wind turbine designs
Procedural Knowledge Building- To compare results, students will enter all data and compare different variables.
Knowledge Expression- Students will use an online drawing program to display functional design improvements.
Instructions:
1. As a class we will go over how to use the windmill design software. Students will experiment with different designs and make-ups. As a class, we will try 4-5 different designs to test their efficiency.
2. After each test, we will record the data into the Google Drive spreadsheet.
3. Students will apply the Engineering Design Process to their original designs and make improvements to retest. After retesting and recording new data, students will draw the top 2 designs in the Google Drawing sheet to share with the class.
Online component: Google Drive: Spreadsheet and Drawing, Simulating a Wind Turbine
Classroom materials: Desktop Computer, Projector
Assessment: Students will report on why the changes we made in the original designs were able to improve the efficiency of the turbine. Students will also fill out a graphic organizer which requires them to tell what action corresponds to each step of the EiE Engineering Design Process.
COMMENTS PLEASE
Jen Moore- These are great ideas. I like having the students first explore and experiment with different windmill designs. Having students record data really allows them to take ownership over what they had done. It also lets them see the "real" science. Its also great how you push the students one step further and have the students make improvements after looking at their data and then retest. The assessment is very solid as well. Great job! This seems like this would make a great lesson.
Michelle Toothaker: You did a great job organizing your lessons and incorporating various web 2.0 tools. I think that having your students participate in the simulation first will really get them excited about the lessons. Living in Medford the students have most likely seen the wind turbine but may not necessarily know how it works. Your well thought out lesson will allow them them to explore, investigate, understand, and design a wind turbine. I'm sure after they are done they will be reminded of what they learned in your class when they see the wind turbine.
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Workshop 6 - Scientific Investigations
Black Box Investigation
Energy
Objective: Students will be infer the relationship between multiple examples representing types of energy using a black box investigation.
Assessment: Students will be asked to infer what is on the bottom side of their cube. They will be asked to provide evidence for this answer, and decide if there are other plausible answers.
Procedure: Students will work in cluster of 4. All clusters will be given the same cube with the same side placed face down. Students will share each visible side with the whole class so that everyone has seen and heard all the given data. Once we have shared all the examples, students will then meet to discuss their observations first on each example(10 min). Next the students will be guided to infer a relationship between the 5 visible examples (15 min). After that, students will use the data and observations they've collected to infer what the unexposed side may be(10 min). Now each cluster will share their inference and provide the support for their answer(10 min). Once the clusters have all shared, the educator will lead a discussion on "Is anyone right?" The purpose of this last question is to see if students understand that (via the Nature of Science) scientists can not often directly see if something is happening or not.
Stage 2 Activity:
Where is energy?
Objective:
Helps students to discovery different forms of energy through observation and inference.
Standard:
Grades 3-5 Physical Science #4: Basic forms of energy which cause motion or create change.
Misconceptions:
Energy is only electricity.
Energy can run out.
Energy can't be seen.
Task:
Students must describe what will/could occur in some specific situations. All of which show some different forms of energy.
Procedure:
Students will break into clusters and be given an index card with instructions on it. Ex: Drop a baseball down the stairwell at school. Students will use a graphic organizer to predict what will happen. Then they will attempt the investigation, fill in the outcome they observe, and infer why it occurred. Students will rotate between 6 different stations showing: light, heat, kinetic, chemical, gravitational potential, and elastic potential energy. Once the students have moved through all the stations (likely over a few days), the clusters will come back together to share results. We will share our predictions first and reflect on their accuracy. Next we will share what we observed- noting accurate and different observations on a class-wide Google Document (accessible to anyone in the class). In the final part of activity the educator will lead the discussion by stating that we cannot make any assumptions. With this in mind, we will try to explain why we observed what we did, and what could create those outcomes. The follow up to this investigation will be a more in-depth breakdown of different forms of energy, as seen in these cases.
Grouping:
Mixed ability clusters of 4-5 students.
Web 2.0 online component:
Students will enter their cluster's investigation data into the class-wide Google Document spreadsheet to display the combined data from the whole class through the projector.
Student clusters will be encouraged to post predictions to the classroom Twitter page during the investigation, then once all the groups have completed the stations students will cite their clusters and post both observations and inferences. (@Room305: We think that this spring is going to bounce all over! #cluster3 #slinky)
Classroom materials:
Graphic organizers, baseball, light bulb, soccer ball, toy car, spring w/weight, facility radiator, projector, cell phones, iPads
Assessment:
Students will fill out a short post-investigation assessment of what each investigation displayed. They will also display understanding of the correlation between all the stations.
Workshop 7 - Lesson Plan Template
<enter your lesson plan here>
<Remember to address the lesson to the STUDENT -- this means using SECOND PERSON ("you will") and student-friendly language -- thank you! Additional comments addressed to other teachers may be included at the end in the "Teacher Notes" section.>
Lesson Plan
Your name:
Dan HuddellLesson Title:
Where is energy?Grade Level:
Grades 4-6State Standards:
Grades 3-5 Physical Science #4: Basic forms of energy which cause motion or create change.
Lesson Question:
What do the following investigations show evidence of in everyday life?
Introduction:
You will be rotating through multiple investigations to explore why certain phenomena occur. These situations exist in everyday life and therefor should be simple to apply on a wider spectrum. There is a common theme in every investigation you're going to do. You will find some very different observations both between different stations and between different clusters working the same stations. So the question you must answer is; what is the correlation between all of these investigations?
Task:
To make a correlation between multiple phenomena
Process (include all steps of the lesson procedure -- include instructions for using digital media):
Part 1
1. First you'll be put into groups of 4. Once in your groups you will be given a black box.
2. You will share each visible side with the whole class so that everyone has seen and heard all the given data.
3. Once you have shared all the examples, students will then meet to discuss their observations first on each example(10 min).
4. Next you will be guided to infer a relationship between the 5 visible examples (15 min).
5. After that, you will use the data and observations you've collected to infer what the unexposed side may be(10 min).
6. Now each cluster will share their inference and provide the support for their answer(10 min).
7. Once you have all shared, the educator will lead a discussion on "Is anyone right?"
Part 2
8. Throughout this next part, microblogging is encouraged. Please use our classroom Twitter account to post your predictions, observations, and inferences. Ex: @Room305: We think that this spring is going to bounce all over! #cluster3 #slinky
9. Now you will break into clusters and be given an index card with instructions on it. Ex: Drop a baseball down the stairwell at school.
10. You will be given a graphic organizer to fill in your predictions and observations.
11. Then you will attempt the investigation, fill in the outcome you observe, and infer why it occurred.
12. You will rotate between 6 different stations, each with a different investigation.
13. Once you have moved through all the stations, you will come back together to share results.
14. We will share our predictions first and reflect on their accuracy.
15. Next we will share what we observed- noting accurate and different observations on a class-wide Google Document (accessible to anyone in the class).
16. In the final part of activity the educator will lead the discussion by stating that we cannot make any assumptions. With this in mind, we will try to explain why we observed what we did, and what could create those outcomes.
The follow up to this investigation is a more in-depth breakdown of different forms of energy, as seen in these cases.
Conclusion:
You have now experienced energy in multiple different forms. What have you learned from these investigations? Here are some resources to help extend your understanding.
Wiki: Forms of Energy
Assessments:
Assessment Rubric
Cluster discusses and reproduces detailed responses in each section of their organizer for each investigation
adequate entries to the classroom Google Document
inconsistent entries to the classroom Google Document
limited entries to the classroom Google Document
Resources:
(Please make sure that all digital media is linked and attributed!)
Graphic Organizer: Predictions, Observations, and Inferences- Inv. 1-6
baseball, light bulb, soccer ball, toy car, spring-with-weight, facility radiator, projector, cell phones, iPads
www.twitter.com/room305 (not in use)
drive.google.com/spreadsheet/whereisenergy (not in use)
Teacher Notes:
Here goes nothing!